This book is an annual publication entering its 40th year. The series represents current trend and issues in the field of educational communications and technology, journals and other periodicals associated with the field, and the academic programs that prepare instructional technology professionals. Springer has been the publisher for the series, in cooperation with the Association for Educational Communications and Technology, for the past four years. Volume 39 will feature a section on Information Studies, in addition to updated information about programs and a new ranking of the top academic degree programs in the field of Learning, Design, and Technology.

With the rapid proliferation of distance learning, schools confront the difficult problem of choosing and managing an appropriate technological environment that fits their budget, technical resources, curriculum, pedagogy, and profile of the student body. Learning Management System Technologies and Software Solutions for Online Teaching: Tools and Applications focuses on the interaction between learning management systems and relevant teaching methodologies to bring attention to developments in distance learning technologies and programs. This book covers commercial and open-source LMSs as well as technologies used for synchronous and asynchronous course delivery, offering a comprehensive discussion of factors influencing the transition from one LMS to another. Discussing topics such as virtual labs, electronic portfolios, and technological solutions related to the problems of plagiarism, student tracking, assessment, and security of e-learning environment, this book proves to be a comprehensive guide on the available technological solutions in the area of online education.

Asal and Harwood explore how today's information technology is changing how we educate and are educated. Focusing on the United States, with useful insights from the classroom digital revolution in a few other key places (the United Kingdom, Australia, and India), the authors investigate the impact of today's technologies on education -- how they impact teachers and teaching, children and learning, and the intersection of teaching and learning. For example, they tell us what the educational impact of having over 60% of America online is. The authors explain exactly how new technologies are changing the learning environment in and out of the classroom with a focus on the effects on K-12 education. Chapters include vignettes about children who are integrating information technologies into their lives at school and at home and those children who for a variety of reasons, most notably, socio-economic, have found themselves excluded as full members of the first digital generation. There are also accounts from K-12 teachers who are incorporating technology into their classroom environments. Using closed-circuit cameras, electronic cheating, and distance learning are all also discussed at length.

This book provides a fundamental reassessment of mathematics education in the digital era. It constitutes a new mindset of how information and knowledge are processed by introducing new interconnective and interactive pedagogical approaches. Math education is catching up on technology, as courses and materials use digital sources and resources more and more. The time has come to evaluate this new dynamic, which transcends all previous use of ancillary devices to supplement classroom math instruction. Interactivity and interconnectivity with the online world of math and math texts (such as television programs and internet sites) can be integrated with our traditional modes for delivery of math instruction. This book looks at how this integration can unfold practically by applying these relevant pedagogical principles to elementary topics such as numeration, arithmetic, algebra, story problems, combinatorics, and basic probability theory. The book further exemplifies how mathematics can be connected to topics in popular culture, information technologies, and other such domains.

This book examines the increasing popularity of online citizen science projects arising from developments in ICT and rapid improvements in data storage and generation. As these new technologies allow for much higher levels of participation, collaboration and interaction, the author explores what online citizen science projects reveal about the 'democratisation' of science and distributed engagement with authentic research. Analysing the wider appeal of these projects as well as their potential for informal science learning and creating communities of practice, this book asks whether 'citizen' and 'researcher' will ever be on equal footing. Drawn from years of mixed-methods research, this volume sheds light on this under-researched subject area despite its recent growth and enormous potential. It is sure to be of interest to students and scholars of democratised knowledge, citizen science and online learning, as well as those already involved in citizen science.

The integration of technology has become so deeply rooted into modern society that the upcoming generation of students has never known a world without such innovations. This defining trait calls for an examination of effective methods in which to support and motivate these learners. The Handbook of Research on Engaging Digital Natives in Higher Education Settings focuses on the importance of educational institutions implementing technology into the learning and teaching process in order to prepare for students born into a digital world. Highlighting relevant issues on teaching strategies and virtual education, this book is a pivotal reference source for academicians, upper-level students, practitioners, and researchers actively involved in higher education.

Podcasting for Teachers is the first volume of a new series from Dr. Kathleen P. King and Mark Gura- Emerging Technologies for Evolving Learners and is based on their successful educational technology podcast, Podcast for Teachers, Techpod (sm). Their podcast work has reached over 600,000 people as of 9/06 and branched into virtual seminars, and additional innovations. This book introduces and explains this important new technology from the perspective of educators. It also provides new insights into the ways that technology can provide solutions to instructional needs that have not been sufficiently addressed until now. Not only does it provide concrete explanations, examples, models, and details about methods and resources that are not currently illustrated in other publications, but it also reveals a new rationale for the use of technology in education. This book helps readers apprehend critical issues essential to understanding and taking advantage of podcasting and related technologies as an educational resource: . What podcasting is . How ""to do"" podcasting . How to plan podcasting-based activities for students . How to create podcasts as teaching resources .How to use podcasting for professional development . Models developed specifically by the authors regarding: . Podcast development . Educators' learning curve in podcasting . Cost/benefit decision making regarding podcasting projects K - 12 school district directors of curriculum and instruction and directors of professional development, as well as classroom teachers, principals, and instructional supervisors across the core curriculum and in the area of Instructional Technology; and teacher educators and other college faculty will find this book a valuable resource. Readers may use the book as part of their own efforts to expand their teaching or staff development practice. It can also be an important resource for Education courses in content instruction and Instructional Technology and serve as a valuable reference for educators interested in educational applications of technology.

This book provides a detailed description of research and application outcomes from the Assessment and Teaching of 21st Century Skills project, which explored a framework for understanding the nature of these skills. The major element of this new volume is the presentation of research information from the global assessment of two 21st century skills that are amenable to teaching and learning: collaborative problem solving, and learning in digital networks. The outcomes presented include evidence to support the validity of assessment of 21st century skills and descriptions of consequent pedagogical approaches which can be used both to teach the skills and to use them to enhance key learning goals in secondary education systems. The sections of the volume are connected through a focus on the degree to which innovative assessment tasks measure the constructs of interest. This focus is informed by conceptual and methodological issues associated with affordances of 21st century computer-based assessment. How understanding of the nature of the skills, as derived from these assessments, can guide approaches to the integration of 21st century skills in the classroom, is informed by initiatives adopted by participating countries. The guiding questions in this volume are: "Do the assessment tasks measure the constructs?" and "What are the implications for assessment and teaching in the classroom?" It is the third volume of papers from this project published by Springer.

This book is an essential text for researchers and academics seeking the most comprehensive and up-to-date coverage of all aspects of e-learning and ICT in education, providing expanded peer-reviewed content from research presented at the 10th Panhellenic Conference on ICT in Education. The volume includes papers covering technical, pedagogical, organizational, instructional, as well as policy aspects of ICT in Education and e-Learning, and emphasizes applied research relevant to the educational realities in schools, colleges, universities and informal learning organizations. Research on e-Learning and ICT in Education is a valuable resource for education professionals interested in keeping up with current trends, perspectives, and approaches determining e-Learning and ICT integration in practice, including learning and teaching, curriculum and instructional design, learning media and environments, teacher education and professional development.

Constructivism and the deployment of information technology into higher education classrooms are each widely discussed in academic literature, but generally without a critical perspective on their interaction from a pedagogical point of view as new technology is continuously unveiled. Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks explores the theoretical frameworks underlying constructivist thinking and the digital revolution in education as they impact each other. Drawing upon a wide range of international field experts, this book assesses the claims made for the educational effectiveness and constructivist orientation of various technologies and technological systems on the basis of on-the-ground applications and implementations.

This book examines the struggles over technology's use in education, digging into what the purpose of education is, how we should achieve it, who the stakeholders are, and whose voices win out. Drawing on theoretical and empirical work, it lays bare the messy realities of technology use in education and their implications for contemporary society.

This edited volume contains reports of current research, and literature reviews of research, involving self-efficacy in various instructional technology contexts. The chapters represent international perspectives across the broad areas of K- 12 education, higher education, teacher self-efficacy, and learner self-efficacy to capture a diverse cross section of research on these topics. The book includes reviews of existing literature and reports of new research, thus creating a comprehensive resource for researchers and designers interested in this general topic. The book is especially relevant to students and researchers in educational technology, instructional technology, instructional design, learning sciences, and educational psychology.

The book addresses the main issues concerned with the new development of learning processes, innovative pedagogical changes, the effects of new technologies on education, future learning content, which aims to gather the newest concepts, research and best practices on the frontiers of technology enhanced learning from the aspects of learning, pedagogies and technologies in learning in order to draw a picture of technology enhanced learning in the near future. Some issues like "e-learning ... m-learning ... u-learning - innovative approaches," "the Framework and Method for Understanding the New Generation Students," "Context-aware Mobile Role Playing Game for Learning," " Pedagogical issues in content creation and use: IT literacy through Spoken Tutorials," "Supporting collaborative knowledge construction and discourse in the classroom," "Digital Systems for Hierarchical Open Access to Education," " Using Annotated Patient Records to Teach Clinical Reasoning to Undergraduate Students of Medicine," " Utilizing Cognitive Skills Ontology for Designing Personalized Learning Environments" and "Using Interactive Mobile Technologies to Develop Operating Room Technologies Competency" are discussed in separate chapters.

Advances in technology are making online learning a reality, but there are still many questions that need to be answered. Can traditional university do a good job of teaching online? What are the roles of instructors? Administrators? Students? What class size is feasible/relevant/optimal? How should students be evaluated? It is necessary for educators and trainers to constantly enhance their understanding of the issues, trends and opportunities associated with the area and its related technologies and their impact on educational systems, programs and particularly, students. These questions and more are addressed in Instructional Technologies: Cognitive Aspects of Online Programs.

Teacher preparation programs in the United States and around the world have finally begun to address this deficiency in their programs. The realization that technology is a powerful driving force in education coupled with a renewed emphasis on teacher preparation by governments have resulted in some dramatic changes in teacher preparation programs. I believe that we have just begun to see changes in teacher preparation and that the pace of change will continue to accelerate. This volume covers some of the more exciting developments in the field, including the emergence of wireless computing in the classroom and the preparation of teachers in an online environment. In short, I am optimistic. For those of you who are also in the field, I think you will agree. For those who are just entering the field, this book is a great place to start as you change education. Finally, while this book is the last book of the three part series that we at CAIT conceptualized with Charalambos Vrasidas and Gene Glass, it is also the beginning of a new relationship. We are excited to join with a new partner, CARDET, to present this book. Over many years in the education and R&D field, I have come to realize the value of partnerships and relationships. I want to thank both Charalambos and Gene for making this series a reality and such a success. We are looking forward to working with them and CARDET in the near future.

Web-based training, known as e-learning, has experienced a great evolution and growth in recent years, as the capacity for education is no longer limited by physical and time constraints. The emergence of such a prized learning tool mandates a comprehensive evaluation of the effectiveness and implications of e-learning. This book explores the technical, pedagogical, methodological, tutorial, legal, and emotional aspects of e-learning, considering and analyzing its different application contexts, and providing researchers and practitioners with an innovative view of e-learning as a lifelong learning tool for scholars in both academic and professional spheres.

This book examines new forms of representation that have changed our perception and interpretation of the humanities in an Asian, and digital, context. In analyzing written and visual texts, such as the use of digital technology and animation in different works of art originating from Asia, the authors demonstrate how literature, history, and culture are being redefined in spatialized relations amid the trend of digitization. Research studies on Asian animation are in short supply, and so this volume provides new and much needed insights into how art, literature, history, and culture can be presented in innovative ways in the Asian digital world. The first section of this volume focuses on the new conceptualization of the digital humanities in art and film studies, looking at the integration of digital technologies in museum narration and cinematic production. The second section of the volume addresses the importance of framing these discussions within the context of gender issues in the digital world, discussing how women are represented in different forms of social media. The third and final section of the book explores the digital world's impacts on people's lives through different forms of digital media, from the electromagnetic unconscious to digital storytelling and digital online games. This book presents a novel contribution to the burgeoning field of the digital humanities by informing new forms of representation and interpretations, and demonstrating how digitization can influence and change cultural practices in Asia, and globally. It will be of interest to students and scholars interested in digitization from the full spectrum of humanities disciplines, including art, literature, film, music, visual culture, media, and animation, gaming, and Internet culture. "This is a well-written book, and I enjoyed reading it. The first impression of the book is that it is very innovative - a down-to-the-earth academic volume that discusses digital culture." - Professor Anthony Fung, Professor, Director, School of Journalism and Communication, The Chinese University of Hong Kong "This book has contributed to the existing field of humanities by informing new forms of representation and interpretations, and how digitization may change cultural practices. There is comprehensive information on how the humanities in the digital age can be applied to a wide range of subjects including art, literature, film, pop music, music videos, television, animation, games, and internet culture." - Dr Samuel Chu, Associate Professor, The Faculty of Education, The University of Hong Kong

This book serves as a platform for educators and researchers to unite educational technology and social justice. While educational technology is a rapidly changing and progressive field of research and practice, it remains largely separate from education for social justice. Current literature about educational technology is often approached from a technical, how-to perspective that emphasizes ways to implement technology into the classroom. Technology is often viewed as inevitable, yet neutral and value-free. Educational technology, however, is anything but neutral. The contributors collectively advance a hopeful discourse by exploring the potential of technology as a vehicle to transform and emancipate, while not forgoing a critically reflective measure of self-conscious critique of our own role as educators, students, or scholars in oppressive silences, constraints and conditions. This edited collection makes an important and unique contribution to the field, as it will be the first published volume to detail research, theory, and practice regarding student use of technology in achieving liberatory aims since IAP's 2009 publication, ICT for Education, Development and Social Justice. The fields of educational technology and social justice are vast and applicable in many domains, including teacher education, graduate programs, and K-12 education. This work is intended to appeal to a diverse academic and professional audience of K-12 teachers, teacher educators, educational technology and social justice scholars, and policy makers. Scholars and academics instructing graduate-level educational technology courses can reference this edited collection as the most current text on socially just educational technology. Educational practitioners from teacher education programs and the K-12 sector may use this book as a source of ideas and inspiration to incorporate student use of technology toward emancipatory aims. This title could be adopted as a course text for both undergraduate and graduate education courses in: media literacy, digital literacy, distance education, education for social justice, and teacher preparation, and educational technology courses. Readers will also be able to use the book as a guide when critically analyzing their own professional practice, whether it is in research, working with K-12 students, or preparing future educators or scholars.

This book sheds new light on language and literature teaching, and offers examples of teaching language in virtual environments. Providing an overview of virtual environments for teaching, it also includes chapters devoted to methodology design for second language teaching in these environments. Further it describes tools for second/ foreign language teaching and proposals for specific second language teaching in virtual environments. Lastly, it presents experiments on literature teaching in virtual environments and discusses the future of technology in education. With interdisciplinary appeal, the book is a particularly valuable resource for scholars with an interest in technology, language teaching and literature teaching.

Young people around the world are increasingly able to access English language media online for leisure purposes and interact with other users of English. This book examines the extent of these phenomena, their effect on language acquisition and their implications for the teaching of English in the 21st century.

Qualitative Research Methods in Education and Educational Technology was written for students and scholars interested in exploring the many qualitative methods developed over the last 50 years in the social sciences. The book does not stop, however, at the boundaries of the social sciences. Social scientists now consume and use research methods from many fields. The rich resources of research methods and theories from both the humanities and philosophy are also covered in this book. It explains why postpositivist quantitative research should not be ""the only game in town"" and provides solid theoretical foundations, beginning with the positions of Plato and Aristotle, for broadening our horizons about what warrants our attention. Using Aristotle's concept of phronesis the author shows why methods such as narrative research and storytelling, hermeneutic inquiry, literary theory, philosophical inquiry, and much more have important applications in education and educational technology.On those foundations, the author also builds a framework for doing many types of research -- from participatory action research to content analysis, to postmodern case studies, to empowerment research and philosophical inquiry. He accomplishes this through a combination of original text, summaries of exemplary research in education and educational technology, and suggested readings that are annotated and introduced at the end of each chapter. Many of these readings are available online and they extend the discussion of research methods or serve as exemplars of a particular type of educational technology research. There are open ended and conceptual questions for each reading, and developing your own answers to them is one way you can extend your depth of understanding about qualitative research methods in education and educational technology.

Integrating Information & Communications Technologies Into the Classroom examines topics critical to business, computer science, and information technology education, such as: school improvement and reform, standards-based technology education programs, data-driven decision making, and strategic technology education planning. This book also includes subjects, such as: the effects of human factors on Web-based instruction; the impact of gender, politics, culture, and economics on instructional technology; the effects of technology on socialization and group processes; and, the barriers, challenges, and successes of technology integration into the classroom. ""Integrating Information & Communications Technologies Into the Classroom"" considers the effects of technology in society, equity issues, technology education and copyright laws, censorship, acceptable use and fair use laws, community education, and public outreach, using technology.

This book illustrates the problems of using eye tracking technology and other bio-measurements in science education research. It examines the application of bio-measurements in researching cognitive processes, motivation for learning science concepts, and solving science problems. Most chapters of this book use the eye-tracking method, which enables following the focus of the students' attention and drawing conclusions about the strategies they used to solve the problem. This book consists of a total of fifteen chapters. Authors from eight countries emphasise the same trends despite their cultural and educational differences. The book begins with general chapters describing cognitive processes and how these processes are measured using eye-tracking methods and other psychophysiology parameters and motivation. Finally, the book concludes the chapters presenting studies in specific scientific fields from chemistry, biology, physics and geology.

Task Analysis is not only the most important component of Instructional Design but also the most often misconstrued and poorly executed. Starting with this premise these authors have developed a complete reference and instructional text on Task Analysis. The "Handbook of Task Analysis ProcedureS" fulfills three distinct purposes. As an overview of the field it presents a comprehensive collection of functions, techniques and tools that can be used in a variety of settings. Thirty-five different procedures are cataloged and described in individual chapters. Providing flowcharts and examples, it is organized to instruct the reader on how to perform these techniques. Finally all chapters have been consistently structed making it an ideal reference book.

"Handbook of Task Analysis ProcedureS" is designed to help the reader select a specific task analysis technique for a particular situation. Having done this, the reader can then refer to the appropriate chapter for his chosen technique. This chapter provides a statement of purpose, an overview, and applications. It then presents a step by step description of how to use the procedure. The chapter concludes with examples, an evaluation, and a complete set of references. Designed to be used in education and by trainers in the business sector, this volume is a unique reference book. Part I provides an overview of Task Analysis and describes the variables that affect how task analysis is performed. A decision table and discussion help the reader select specific techniques. The techniques are grouped in Part II, III, and IV according to their functional similarity--learning analysis, job analysis, content analysis. Part V describes information gathering tools. This Handbook is essential for the reader who believes that competent task analysis is a vital part of instructional design.

With the advent of new technologies, more convenient and effective ways of learning are being adopted. However, despite the growing advancements there remains a lack of literature in applications of using these technology teaching approaches. Comparative Blended Learning Practices and Environments offers in-depth analysis of new technologies in blended learning that promote creativity, critical thinking, and meaningful learning. This advanced publication combines expert perspectives from international scholars enabling researchers, academicians, and practitioners to devise innovative Web-based learning approaches.